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A Philosophical Overview of SDA Christian
Education, Christian Curriculum, and Innovative
Best Practice Pedagogy for the Classroom.
Professional Presentation
By
Franklyn Baldeo
For
Teaching & Learning Workshop
April 6, 2018
1
Presentation Objectives
After this presentation you should:
Be familiar with the basic beliefs of SDA Christian
education;
Comprehend the application of these beliefs to the specific
vision, mission, goals, aims, objectives, and learning
outcomes, of the Christian institution (USC);
Recognize how these beliefs are affected and influenced
by our philosophy of education;
Be acquainted with how Philosophy impacts and inspires
best practice pedagogy;
2April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
I want to begin with a simple question:
Is there any difference between:
A “Christian who is a Teacher,” and
A “Christian Teacher”
3April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The Christian who is a Teacher
(The difference between both, is as vast as the east is from
the west.)
Such a teacher, who is a devoted Christian, teaches well,
but does not have that philosophical foundation base that
indicates what Christian education is all about;
The ultimate purpose for that teachers’ teaching, is :
students will learn, pass the examination, to get the best
possible grade;
4April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The Christian Teacher
Exemplifies the Master Teacher – Jesus Christ, in words and
action which are saying and doing the same thing;
Sees every student that comes before him/her as souls to be
saved in God’s kingdom; (sees the work of education &
redemption as one of the same)
Education in its broadest sense is a means of returning
human beings to their original relationship with God;
Views Biblical Christianity as a system of certain basic truths
that God has revealed;
Being a Christian Teacher is a very high calling.5April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Education, from primary to tertiary, is comprised of three
basic components: (i) philosophy, (ii) curriculum, and
(iii) pedagogy.
Therefore, Christian Education requires a Christian
Philosophy, Curriculum, and Pedagogy.
Likewise, each and every subject / course that is studied
has a (i) unique philosophy (pre-suppositional truths),
(ii) distinct curriculum (content), and
(iii) innovative pedagogy (methodology / application).
Philosophy gives rise to both the curriculum and the
methods used in educating (teaching and learning).
It is the relationship of these three components that provide
both the means and the ends for mastering a given subject
or topic.
6April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Philosophy:
is simply a statement of purposes or relationships to be
attained, or the reasons or motives for activities or goals;
is human’s way of evaluating his/her purposes to
determine whether or not they are good;
is the regulator and controller of your thoughts and actions;
one’s philosophy gets to the heart of (a) who we are,
(b) what we believe, and (c) why we believe it;
influences and sets your “world view.”
your “world view” is the way you see and understand the
world, especially regarding issues that surround education
and religion;
your philosophy of life is affected by your “world view”;
that “world view” also impacts and shapes your philosophy.
7April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
There are many philosophies in the world today. Most are
deceptive in the way they seek to captivate the mind and
produce outcomes that would otherwise be shunned.
In the scripture, Paul clearly warns believers to beware of
“vain philosophies” (Col. 2:8 TLB) that are patterned after the
rudiments of the world rather than of Christ.
A Christian philosophy of life is also termed a “Biblical
world view.”
Here is a question:
Should SDA Christian teachers present only Christian
philosophy to guide their practices and teaching?
Why? or why not?
8April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
“Philosophy is the beginning point in curriculum decision
making and is the basis for all subsequent decisions
regarding curriculum.” – John Goodland, 2012, p. 31
Philosophy provides educators, teachers and curriculum
makers with framework for planning, implementing and
evaluating curriculum.
“The critical function of philosophy on curriculum assists
educators to “determine what schools are for, what
subjects have value, how students learn, and what
methods or materials to use” (Ornstein & Hunkins, 2009, p. 32)
9April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Since philosophy gives rise to both the curriculum and the
pedagogy (methods) used in educating (teaching and
learning), we shall now take a closer look at the core of the
SDA Education Curriculum.
There are four (4) “P” in the Core of the SDA Education
Curriculum.
10April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The Core of SDA Education Curriculum
Purpose
What is the
Adventist
Worldview?
Plan
How can
Curriculum
reflect this
Worldview?
Practice
How can our
Instruction
reflect this
Worldview?
Product
How can our
Assessment
reflect this
Worldview?
11April 6, 2018
Purpose
Four key concepts (with accompanying essential
questions) emerge from a Biblical Worldview that can be
used as a lens for the SDA curriculum development
process:
12April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
PURPOSE
CREATION
What is God’s
intention?
FALLHow has God’s
purpose been
distorted?
REDEMPTIONHow does God
help us to
respond?
RE-CREATIONHow can we be
restored in the
image of God?
13April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Plan
Curriculum plan refers to the four instructional components.
14April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
PLAN
Essential
QuestionsWhat overarching
questions provide
focus for the unit?
Content / Big
IdeasWhat main topics
support the concept
or big idea?SkillsWhat precise
skills should
learners be able
to do in
relation to the
content?
Assessment
activities, and
materialsHow will learners
demonstrate their
learning?
These all impact Standards, what learners should know (content) and be
able to do (skills), and serve as the framework for curriculum development.
15April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Practice
Learners progress in many different ways. A natural,
brain-friendly cycle of learning suggests that learners
learn best when they;
(i) can connect to personal experience - Connect,
Why is this information important to learners?
(i) develop a conceptual understanding - Explain,
What do learners need to know, and how can they find out?
(i) practice and apply new knowledge - Apply,
How can learners practice what they’ve learned? and
(i) synthesize to create new ideas – ExtendHow can learners share what they’ve learned?
16April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
PRACTICE
CONNECT
Why is this
information
important to
learners?
EXPLAIN
What do
learners need
to know, and
how can they
find out?
APPLY
How can learners
practice what
they’ve
learned?
EXTEND
How can
learners share
what they’ve
learned?
17April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Assessment
Assessment is an integral part of the teaching-learning
process which should be clearly aligned with the stated
curriculum standards and the learning experiences.
The assessment cycle above offers a balanced emphasis
on these four (4) assessment practices.
(i) Pre-assessment - learners demonstrate their prior
knowledge;
Such information is collected to inform instruction.
(ii) Formative concept-based assessment - ways for
learners to demonstrate conceptual understanding;
Such evidence is collected to demonstrate that learners are
understanding the concepts. (not to be used towards assigning
grades)
18April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
(iii) Formative skill-based assessment - ways for
learners to demonstrate their skill development;
Such evidence is collected to demonstrate that learners
are applying new skills. (not to be used towards assigning
grades)
(iv) Summative assessment - learners demonstrate newly
acquired knowledge.
Such standards-based assessments are used to measure
learner achievement. (can be used as part of the evaluation
process, towards assigning overall grade)
19April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
PRODUCT
Pre-Assessment
Information is
collected to inform
instruction.
Formative
Concept-Based
Assessment Evidence is collected
to demonstrate that
learners understand
the concepts.Formative
Skill-Based
AssessmentEvidence is collected to
demonstrate that learners
apply new skills.
Summative
Assessment Standards-based
assessments are used
to measure learner
achievement.
20April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
All SDA Christian educational establishment, through its
curriculum, must not only be a source to provide
information and direction, but it must establish an
environment in which earthly souls may grow, experience,
and develop in those patterns (character) which will make
for wholesome and responsible citizenship not only for this
life, but as well of the heavenly kingdom to come.
The core of SDA Education Curriculum is aligned in its
Vision, Mission, Goals,
Are we versed in the vision, mission, goals of our university?
What about the vision, mission and goals of the Education
Department of the General Conference of SDA ?
21April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
VISION (GC-ED)
For every learner to excel in faith, learning, and service,
blending biblical truth and academic achievement to
honour God and bless others.
MISSION (GC-ED)
To enable learners to develop a life of faith in God, and to
use their knowledge, skills, and understandings to serve
God and humanity.
22April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
CORE CURRICULUM GOALS (GC-ED)
Learners will:
choose to accept God as the Creator and the Redeemer;
grow in their knowledge and understanding of God’s
creation;
creatively apply their spiritual, physical, intellectual, and
social-emotional knowledge;
demonstrate their commitment to the Creator through
service to others.
23April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Vision (USC)
A Seventh-day Adventist University fully reflecting the
character of God through spiritual, intellectual, physical,
social and cultural development.
Mission (USC)
The University of the Southern Caribbean seeks to transform
ordinary people into extraordinary servants of God to
humanity through a holistic tertiary educational experience.
24April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Goals (USC)
Intellectual Curiosity – Programmes that matter, professors
that care. Explore concepts, solve problems.
Cultural Diversity – A potpourri of faculty, staff and students
from over 38 countries worldwide.
Spiritual Nurture – A holistic education that embodies the
development of mind, heart, soul, and hand.
Moral Integrity – A meaningful philosophy of life which
promotes honourable living, in service to God and man.
Motto (USC)
“Beyond Excellence”
25April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
• Every “Learning Outcomes” that are in our course outlines
(whether face-to-face, blended, or fully online), must then
have its origination from USC’s – Vision, Mission, Goals
Learning Outcomes – not objectives
Objectives are what we are aiming to accomplish, as
teachers, to achieve in our class / lesson period;
Learning outcomes are indications that as a teacher we
will be insisting / focusing on learning, to take place in
students; (Blooms Taxonomy of Learning)
That is what teaching is all about.
26April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Teaching is not giving out information to our students
(if that was the case, there would not be any need for
teachers, let them read the textbooks)
Sign of Excellent Teaching
As teachers, we must be facilitators of the teaching-
learning process (not the only source of knowledge);
You will be learning in every class period that you teach.
Your aim must be to have your students become better
than you as the teacher;
27April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
• Every Unit / Topic that we teach must be linked to USC’s –
Vision, Mission, Goals & Aims, so that we can be truly
“Christian teachers” integrating our Faith in the Teaching-
Learning process.
• It is not just saying a prayer at the start or end of class, or
even relating some things to the Bible. It is much deeper
that that.
• The SDA Christian philosophy and world view must be
inculcated in our minds and being, only then will we be
able to integrate our Faith in the teaching-learning process;
• This integration also requires that all we do in our
classrooms, must relate back to the vision and mission of
this institution.
• Remember we cannot integrate what we do not have or
possess.
28April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
We shall now look at three (3) major issues that
influence our curriculum:
1. Educational Research
2. Professional Development
3. Educational & Instructional Technology.
Baldeo (2011) suggests that these are the Foundation
Pillars from which Best Practices emerge.
These practices are the vehicle from which the
curriculum gets its momentum.
29April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The following introduces a structural framework in the process of being involved in “Best Practice”
I will present a Christ-o-centric view of what I think and believe that SDA Christian Teachers / Educators should be fully involved in as we all determine to take on “Best Practice” in curriculum delivery / practices, as well as part
of our professional developmental process.
These represent
three main
Educational
Pillars that
provide the
educational
foundation for
the framework
that supports
best practice
Encarta
Dictionary gives
the definition of
pillar as, “ an
upright structure
of an
organization
which supports
and strengthens”
Rounded shape
signifies strength
and the support
that these pillars
must give.
31April 6, 2018"A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Professional
development is
the key to keep us
from getting into
the rut we
sometimes get
ourselves. This is
key to our survival
as Teacher
Educators for the
21st Century.
This is the basis
of our growth, and
if we are not
growing, we are
dying. The best
way to prevent
“burn-out” in the
profession is to be
involved in
professional
development.
In the history of
education there
has never before
been a greater
recognition of
the importance
of professional
development.
Sparks and
Loucks-Horsley
(1990) define
professional
development as
the “processes
that improve the
job-related
knowledge, skills
and attitudes of
school
employees”
(p. 234-235).
32"A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
)We cannot be
teaching in a
technological
age and be
afraid or timid to
be involved in
Informational
and
Educational
Technology.
This is key to
our survival.
“Educational
technology is the
study and ethical
practice of
facilitating learning
and improving
performance by
creating, using and
managing
appropriate
technological
processes and
resources.“
(Wikipedia
Instructional
technology is "the
theory and practice
of design,
development,
utilization,
management, and
evaluation of
processes and
resources for
learning."
(Wikipedia) 33April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
We cannot be doing
or practicing things
by guess. We have
to know and
understand what
Research has
shown in different
situations. We must
not just say
“research says” we
must be able to
quote it and let our
students know that
we are not operating
by guess, but we
are following a set
and organized plan.
Education
professionals are
always learning,
finding out things,
analyzing
information,
adapting their
behaviour according
to information
received, looking to
improve and
adapting to modern
demands. All of this
constitutes research
– whether
professionals want
to call it that or not.
Research can help
teachers to
understand what
works and why, what
the short and long-
term implications are,
provide a justification
and rationale for
decisions and
actions, help to build
a repertoire to help
deal with the
unexpected, identify
problems, inform
improvement and so
forth.
34April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The band being
circular is
significant. There
is no beginning or
end. They all
merge, work and
influence each
other and together
they form the
basis of sound
strategies from
which we should
be operating as
teacher educators
Longman English
Online Dictionary
gives the
definition of
elements as
“statement of
fundamental
ideas or facts as
the basis of
strategies.”
This band
represents the
essential
educational
structure that
holds and
secures all the
components of
education
framework in
place.
These pillars
support a
circular band
composed of six
elements which
inter-relate and
influence each
other
35"A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The importance
of a philosophy
of education is
that it defines
the purpose and
focus of an
educational
institution. It
becomes a part
of its mission
statement which
in turn defines
what subjects
are taught, how
they are taught
and, perhaps
more
importantly, the
values that are
taught both
implicitly and
explicitly along
with the subjects
being covered.
Philosophy is
the love of
wisdom.
Education is the
spreading of
that wisdom..
This element is
the fundamental
force that makes
our job as Teacher
Educators
worthwhile. This
is what makes us
different and
unique. Knowing
our philosophy of
education, or from
whence it came is
key to each of us
being truly
Christian
Educators36April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The words
servant and
leader are
usually thought
of as being
opposites.
When two
opposites are
brought
together in a
creative and
meaningful way,
a paradox
emerges. And
so the words
servant and
leader have
been brought
together to
create the
paradoxical
idea of
Servant-
Leadership.
Greenleaf
discusses the
need for a better
approach to
leadership, one
that puts serving
others—including
employees,
customers, and
community—as
the number one
priority. Servant
Leadership
emphasizes
increased service
to others, a
holistic approach
to work,
promoting a
sense of
community, and
the sharing of
power in decision
making.37April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Modeling
involves
demonstrating
the specific
behaviours and
language
patterns of an
expectation in a
way that
promotes what is
said by us. When
we model
expectations, we
translate and
inspire more
general
expectations,
such as respect,
listening, or other
behaviours.
As we model,
what we say will
be exemplified
in our action and
in our daily
demeanour.
As we model
Jesus Christ –
the Master
Teacher, in our
living, in our
classrooms, our
students will see
Him in and
through us.
38April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Collaboration is
working together
to achieve or
realize shared
goals. It
encourages
introspection of
behaviour and
communication,
and aims to
increase the
success of teams
as they engage in
problem solving.
Collaboration
involves “team
effort”
commitment by
teachers
educators who will
be working
together with
school
administrators,
the school
system, and the
community. It
involves time,
support,
resources,
monitoring, and,
above all,
persistence.
However, the
biggest issue is
time--time for
planning, time
for development,
and time for
evaluating. Each
teacher needs to
study teaching
techniques,
subject area(s), ,
individualization,
accommodation,
and skills for
collaboration in
the classroom.39April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Reflection
refers to the
ongoing process
of critically
examining and
refining
practice, taking
into careful
consideration
the personal,
pedagogical,
societal
(including
social, political,
historical and
economical) and
ethical contexts
associated with
schools,
classrooms and
the multiple
roles of teachers
(Knowles, Cole
& Presswood,
1994).
Researchers
agree that
reflection can
be summarized
as a natural
process that
facilitates the
development of
future action
from the
contemplation of
past and/or
current
behaviour.
“Reflection on
one's own work is
a key component
of being a
professional”
(Schon, 1993)
40April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Constructivism
is a theory of
knowledge that
argues that
humans
generate
knowledge and
meaning from an
interaction
between their
experiences and
their ideas.
From these
ideas learners
construct
knowledge for
themselves---
each learner
individually (and
socially)
constructs
meaning---as he
or she learns.
Educators should
use cognitive
terminology such
as “classify,
analyze, predict,
and create" to
encourage and
accept student
autonomy and
initiative, and to
use raw data and
primary sources,
along with
manipulative,
interactive, and
physical materials.
Encourage
dialogue, inquiry,
elaboration of first
responses, and to
nurture the natural
curiosity in
students.
41April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Immediately
inside the band
of elements is
an equilateral
triangle which
has three
fronts or faces.
These represent
the three holistic
educational
symbols.
42April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Immediately
inside the band of
elements is an
equilateral
triangle which
has three
fronts or faces.
These represent
the three holistic
educational
symbols. The
arrows from the
broken lines
from the band are
pointing to the
inside suggesting
that these
elements impact
and
influence the inner
components, the
three fronts or
phases.
43April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Immediately
inside the band
of elements is
an equilateral
triangle which
has three
fronts or faces.
These represent
the three holistic
educational
symbols. The
arrows from the
broken lines
from the band
are pointing to
the inside
suggesting that
these elements
impact and
influence the
inner
components, the
three fronts or
phases.
These represent
holistic
education
symbolized by
(a) The Head,
44April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Immediately
inside the band
of elements is
an equilateral
triangle which
has three
fronts or faces.
These represent
the three holistic
educational
symbols. The
arrows from the
broken lines
from the band
are pointing to
the inside
suggesting that
these elements
impact and
influence the
inner
components, the
three fronts or
phases.
These represent
holistic
education
symbolized by
(a) The Head,
(b) The Heart
45April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
Immediately
inside the band
of elements is
an equilateral
triangle which
has three
fronts or faces.
These represent
the three holistic
educational
symbols. The
arrows from the
broken lines
from the band
are pointing to
the inside
suggesting that
these elements
impact and
influence the
inner
components, the
three fronts or
phases.
These represent
holistic
education
symbolized by
(a) The Head
(b) The Heart
(c) The Hands
46April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The Head
represents
Educational
Knowledge
47April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The Head
represents
Educational
Knowledge.
The Heart
represents the
Integration of
Faith &
Learning
48April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The Head
represents
Educational
Knowledge.The Hand
represents
Learning
Environment
The Heart
represents the
Integration of
Faith &
Learning
49April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
These three
fronts of the
teacher
education
framework
enclose three
educational
components.
Encarta
Dictionary gives
the definition of
components as
“a part of
something that
forms part of a
whole.” These
essential
components of
teacher
education
are represented
by three
concentric
circles50April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
These three
fronts of the
teacher
education
framework
enclose three
educational
components.
Encarta
Dictionary gives
the definition of
components as
“a part of
something that
forms part of a
whole.” These
essential
components of
teacher
education
are represented
by three
concentric
circles
These three
educational
components
are:
1. Community
51April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
These three
fronts of the
teacher
education
framework
enclose three
educational
components.
Encarta
Dictionary gives
the definition of
components as
“a part of
something that
forms part of a
whole.” These
essential
components of
teacher
education
are represented
by three
concentric
circles
These three
educational
components
are:
1. Community
2. Teacher
Standards
52April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
These three
fronts of the
teacher
education
framework
enclose three
educational
components.
Encarta
Dictionary gives
the definition of
components as
“a part of
something that
forms part of a
whole.” These
essential
components of
teacher
education
are represented
by three
concentric
circles
These three
educational
components
are:
1. Community
2. Teacher
Standards
3. Content
53April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The merging or
intersecting of
the educational
components of
Community and
Teacher
standards leads
to Diversity.
It does not pit
one against the
another for
dominance; it
only allows for
cultural
differences to be
employed to
improve
teaching and
learning. Diversity
represents all
the ways we are
different .It acknowledges
and uses these
inherent
differences to
drive innovation
as a way of
creating better
organizational
performance
and competitive
advantage.54April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The merging or
intersecting of
the educational
components of
Community and
Teacher
standards leads
to Diversity.
Pedagogy is the art, craft, science,
practice or
process of
teaching whose
principles are
based on sound
educational
theory.
Pedagogy is the
art and science
of how
educators teach
and how
students learn it,
which is the
study of being a
teacher.
Pedagogy also
includes how the
teaching occurs,
the approach
taken to
teaching and
learning, the
methods in
which the
content is
delivered and
what the
students learn
as a result of
that process.
The merging of
Content and
Teacher
Standards
introduces
Pedagogy.
55April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The merging or
intersecting of
the educational
components of
Community and
Teacher
standards leads
to Diversity.
The merging of
Content and
Teacher
Standards
introduces
Pedagogy.
Engagement
occurs when
educators help
"students make a
psychological
investment in
learning. Students
take pride not
simply in earning
the formal
indicators of
success( grades)
but in
understanding
the material and
incorporating or
internalizing it in
their livesThe intersecting
of educational
components of
Community and
Content
generates
Engagement.56April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The merging of
all three
components at
the center
represents BEST
PRACTICE.
The interaction of
the pillars, the
elements, and
the components
all impact and
influence best
practice. Thus we
can envision
“best practice” as
the core and
center of an
effective,
productive, and
efficient
education
programme.
The term "Best
Practice" has
been used to
describe "what
works" in a
particular
situation or
environment.
When data
support the
success of a
practice, it is
referred to as a
research-based
practice. A Best
Practice is a
technique or
methodology
that, through
experience and
research, has
proven to
reliably lead to a
desired result. 57April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
There is still one
main important
component that
is missing to
ensure that Best
Practice can be
correctly from a
Christian
point-of-view and
is truly Jesus
Christ Centered
58April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
The
superimposing of
a cross within
that triangle,
and fortified on
the platform of
faith and
learning,
signifies the
impact and
influence of the
teachings of
Jesus Christ –
the Master
Teacher on
Christian
education.
The statement
...”the cross of
Christ … [as] the
foundation of all
true education”,
(White 1898, par.
7),
as well as the
concept from the
declaration, “In
the highest
sense, the work
of education and
the work of
redemption are
one.” (White,
1952, p. 30),
gives credence to
the cross of
Jesus Christ in
and on Christian
Education.
Best Practice Framework for the SDA Christian Teacher (Baldeo, 2011) 59
Best Practice is grounded and fortified by the Cross, on the
platform of Integrating Faith in the Teaching-Learning
process.
This is the ultimate meaning and practice of what it is to be
a “Christian Teacher”
Let us endeavour to have that connection to the Master
Teacher – Jesus Christ, so we can pattern and emulate in
becoming a genuine “Christian Teacher.”
Thank You
60April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
References
Baldeo, F. N. (2011). Primary teacher education in Trinidad & Tobago:
A best practice framework. Saarbrucken, Germany: VDM
Verlag Dr. Muller GmbH & Co. KG. [ISBN: 978-3-639-36910-6]
Goodland, John. (2013) Educational philosophies,
Guskey (1994). Professional development in education: in search
of the optimal mix. ERIC, (ED 369181), pp. 1-36.
Journal of Adventist Education “World view makes a world of
difference.” Vol. 73, No. 2. December 2010/January 2011 (p.
10-15)
Knowles, J. G., Cole, A. L., & Presswood, C. S. (1994). Through pre-
service teachers' eyes: Exploring field experience
through narrative and inquiry. New York: Macmillan College
Publishing Company.
Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundations,
principles, and issues. Allyn & Bacon.
Pearcey, N. (2013) Bulletin for Christian Scholarship. Vol 78, No 1, p.
129.61April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
References (cont’d)
Schon, D. A. (1983). The reflective practitioner: How professionals
think in action. New York: Basic Books.
Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development.
In W. R. Houston, M. Haberman, & J. Sikula (Eds.),
Handbook of research and teacher education: A project of the
association of teacher educators (pp. 234-250). New York:
Macmillan Publishing Co.
White, Ellen. (1898, July 7) The youth's instructor
White, Ellen. (1952) Education. Pacific Press Pub. Assn.
White, E.G. (1875) Fundamentals of Christian education. p. 131
http://www.koersjournal.org.za/index.php/koers/article/view/549/2253
62April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D
This presentation can be accessed at:
www.fnbaldeo.com/facultyworkshop1.htm
63April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D